Teamwork presentation and report Groups or teams can effectively function when teamwork is inculcated within the group. Teamwork can be defined as the ability to work effectively with others in achieving a common task. It also includes taking actions that show respect to ideas and contribution of others and working for a win-win solution to help achieve the team objectives. The following is a report of the presentation that was made. From the onset, it is important to note that the team worked collaboratively to complete the report. The task at hand was preparing a presentation for an audience. Every group member had a good understanding of the objectives of the task and shared in the expectations of the task. When the tasks and objectives are well understood, then the group members will work towards attaining the objectives. Most of the members had a similar attitude on the task. Initially, we were very anxious about whether we will effectively achieve the objectives of the task. However, after assigning each member their roles, the anxiety reduced as the task required of each member was much smaller and achievable. Every member of the team participated in preparation of the presentation. The group activities were geared towards fulfilling the tasks thereby helping the group members to have a sense and feeling of achievement. This was very rewarding for most of the group members (Belbin, 2012). The final presentation was done by one of the team members. The false aspect used during the presentation helped in attracting the audiences’ attention. This was enhanced by the video that was used during the presentation. However, the presentation had a lot of script reading which bored some of the audience thereby losing their attention. It was therefore good if two people participated in reading the script so that there could be a break on the voice used during the presentation. This would have helped in better capturing the attention of the audience. While achieving the tasks, the group sought the input of all group members. This made members to feel part of the group thereby increase their participation in the activities of the group (DuBrin, 2011). In addition, members freely shared their ideas and suggestions on how to make the presentation better and which point was to be added. The points were objectively argued and an amicable conclusion was reached after the argument. There are some instances when some members were assisted to complete some of the tasks assigned to them. This is because the members considered the tasks to be technical and could therefore not easily accomplish them. The presenter did not rush while reading the scripts. He took his time thereby ensuring that the words were well pronounced so that their meaning could not be lost. The other problem is that the presenter did not introduce the subject very well. This is due to the fact that he was reading too much from the script. This shows that roles were not properly divided among the group members during the presentation. There needed to be one person who was well versed with public speaking to introduce the presentation to help capture the attention of the audience. In addition, the group needed to engage more of its members and the audience during the presentation and make the presentation more interactive so that more audience could be captured (Tyson, 1998). Despite the weaknesses, this was a good presentation because it catered for all learners. The presentation had layouts, graphs and pictures which made it easy to graphically represent the subject matter of the presentation for easier understanding by the audience. All the group members participated in choosing the subject of the presentation. The subject touched on a current international security issue. All the members participated in researching for the content; it was well researched and it was very interesting. However, not everybody was comfortable with the colour that was used during the presentation. In addition, the mouse pointer that was continuously moving across the screen was very distracting. In addition, the subject matter was presented in prose form instead of bulleted lists. All in all, the group had a few conflicts and had good ways of managing conflicts. This ensured that everyone participated actively in preparation of the presentation. Conflict management is important in ensuring success of teams and groups (Franz, 2012). There was a general agreement on the means of achieving the tasks (Tuckman & Jensen, 1977). The group was ably led by one of us who had all the authority and whose authority was not challenged. One of the ways in which conflict was managed is that communication was encouraged in the sense that members were allowed to freely air their grievances (Schon, 1983). This helped in easy identification of conflicts and designing mechanisms within which the conflicts could be solved. The other way which has been mentioned is that personal egos were not allowed to take root within the group framework. This enabled every member of the group to work towards achieving the objectives of the tasks that were put ahead of the group (Tuckman & Jensen, 1977). Through the guidance of the group leader, the group developed an agreeable method of working. This ensured that the group had a common goal that was effectively communicated to the group members. The common goal ensured cooperation and participation of all group members in the activities of the group (Levi, 2010). Group relationship was achieved by constant feedback from the members during accomplishment of the tasks. The group leader and other members gave credit to members. This helped in motivating everybody to work towards attaining the objectives of the group. The giving of credit was accompanied with listening and acknowledging the strengths and weaknesses of group members. This helped in knowing the limitations of the group members thereby preventing conflicts and adversarial situations (Gido & Clements, 2011). The group leader was able in managing the group and he constantly communicated with others on the progress of the presentation. The group leader also urged members to complete their assigned tasks in a timely manner. This sense of leadership was motivating to every member of the group as the communication and reminder was done in a very friendly and respectful manner. The motivation prompted members to want to learn more from one another (Handy, 2007). Teamwork is one of the aspects that is considered in professional development and employability. As has been mentioned above, teamwork is the ability to seamlessly and effectively cooperate and collaborate with others within a group (Kakabadse, Bank & Vinnicombe, 2004). This is based on the fact that modern organisations are getting less hierarchical. Project management teams have therefore come forth as elements of management within most organisations (Jennings, 2007). Teamwork thereby plays a role in ensuring that groups work effectively (Honey, 2001). From the discussion above, it can be summarised that teamwork requires different skills including the ability of encouraging and inspiring others to work towards achieving the objectives of the team, ability to compromise an individual’s pride and ego and not to hurt other people’s ego, communication and other skills like influence, interpreting, negotiation and interpreting (West, 2012). The group leader within our team was a very assertive individual who commanded respect and authority among all the team members. In professional development, teamwork is required and individuals are expected to have different skills which they can bring so that the team can be effectively developed (Gido & Clements, 2011). For example, there are people who are good at evaluating or monitoring progress, some are also good at critiquing ideas while there are people who are good at leading or managing other people. These skills were all brought to the fore during the working of our team (Moon, 2013). In conclusion, the group was assigned the task of preparing a presentation. The actual role of presenting was left to one member of the group. The presentation was done so well and it was well researched. However, the presentation was a little bit boring to the audience since the presenter was continuously reading a script. From this, it was noted that the task of presentation ought to have been shared between two to three members. This would help in reducing instances of boredom for the audience. The presenter took his time to read the scripts to ensure that the words were well pronounced. The group was ably led by a leader who was effective in communication and interpersonal skills. Through his guidance, the leader ensured that personal pride and egos were subordinated so that the objectives of the team could be met. The leader effectively communicated the objectives to all team members and encouraged everybody to accomplish their assigned tasks in time. In this, the leader led by example by completing the assigned tasks in time. Through this, the team was able to limit conflict and encourage cooperation and collaboration. The lesson learnt in this is that effective teamwork requires communication and interpersonal skills. Teamwork also requires that members treat one another with respect and do not hurt the feelings and ambitions of one another. References Belbin, M. (2012). Team roles at work. Oxford: Elsevier. DuBrin, A. (2011). Essentials of Management. London: Cengage Learning. Franz, T. M. (2012). Group Dynamics and Team Interventions: Understanding and Improving Team Performance. New York: John Wiley & Sons. Gido, J. & Clements, J. (2011). Successful Project Management. London: Cengage Learning. Handy, C. (2007). Understanding organisations. London: Penguin Publishers. Honey, P. (2001). Team and Teamwork. London: Peter Honey Publications. Jennings, M. (2007). Leading Effective Meetings, Teams, and Work Groups in Districts and Schools. New York: ASCD. Kakabadse, A., Bank, J. & Vinnicombe, S. (2004). Working in Organisations. New York: Gower Publishing. Levi, D. (2010). Group Dynamics for Teams. London: SAGE. Moon, J. (2013). A handbook of reflective and experimental learning. London: Routledge Farmer. Schon, D. (1983). The reflective practitioner. London: Temple Smith. Tuckman, B. & Jensen, M. (1977). Stages of small group development revisited. Group and Organisational Studies, 2, pp. 419-427. Tyson, T. (1998). 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